量化天才学生课堂压力与倦怠：Student Stress Inventory与Maslach Burnout Inventory...
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"这篇学术论文发表在1989年4月的《学校心理学》杂志第26卷，主要探讨了天才和有天赋的学生在课堂中的压力和倦怠度量问题。作者包括迈克尔·J·菲米安、菲利普·A·法斯坦诺、约翰·H·塔什纳和亚瑟·H·克罗斯，他们都来自阿巴拉契亚州立大学。论文中介绍了学生压力量表（SSI）的开发和马斯拉奇倦怠量表（MBI）的交叉验证。通过对311名天才学生的数据进行因子分析，以评估两个量表的结构效度，结果显示存在五个压力因素和三个倦怠因素。同时，研究还考察了压力和倦怠与学习环境及学校生活质量的关系，以及量表的内容效度。此外，对SSI和MBI的信度进行了分析，它们的阿尔法系数分别在0.63至0.85和0.63至0.86之间，大多数量表和子量表之间存在中等到强的相关性。最后，论文还检查了压力和倦怠构念的同期效度。"
这篇论文的核心知识点包括：
1. **学生压力与倦怠度量**：论文专注于开发和验证用于测量天才学生在课堂环境中压力和倦怠的工具，即学生压力量表（SSI）和马斯拉奇倦怠量表（MBI）。
2. **因子分析**：通过因子分析来确定SSI和MBI的结构效度，这种方法有助于识别数据中隐藏的潜在变量，从而验证这两个量表的有效性。
3. **结构效度**：研究发现有五个压力因素和三个倦怠因素，这表明这两种量表能够有效地捕捉到不同类型的压力和倦怠体验。
4. **构建效度**：分析了压力和倦怠与课堂环境（如教学方法）以及学校生活质量之间的关系，以进一步验证量表的构建效度。
5. **内容效度**：通过14位儿童压力专家的评估，大部分SSI项目被认为与学生压力高度相关，增强了量表的内容效度。
6. **信度分析**：量表的内部一致性通过阿尔法系数得到评估，SSI和MBI的系数范围都在0.63至0.85之间，表明量表具有良好的信度。
7. **相关性**：大多数SSI和MBI的量表和子量表之间存在中等到强的相关性，这反映了它们在测量学生压力和倦怠方面的相互关联性。
8. **同期效度**：研究还检查了压力和倦怠的同期效度，这是评估量表能否有效反映同一时期内观察到的行为或状态的重要指标。
这些知识点对于理解天才学生的心理健康问题、教育心理学以及如何有效评估和干预学生的压力和倦怠情况具有重要的理论和实践意义。
Stress and Burnout Among Gifted Stirdents
141
1985, a modified version of the
SSI
was sent to 17 professionals, each of whom had
authored one or more student stress publications, had conducted quantitative andlor
qualitative student stress research, or had conducted student stress workshops. Of these
surveys, 14
(82%)
were returned in usable condition and were included in the analysis
of the data. Of those who responded,
70%
were male,
70%
were between
25
and 40
years old,
7%
had taught less than five years, while the majority had taught longer,
and over
70%
held advanced degrees. Thirty-six percent had given student stress
workshops; one-third had authored descriptive works about young peoples’ school-related
problems; and two-thirds had conducted qualitative research
(21
Vo),
quantitative research
(360ro),
or research combining both methods
(7%).
Instrumen tation
One instrument was developed (i.e., the SSI) and another adapted (i.e., the MBI)
for this study. Two additional, and already established, inventories were also used.
Student stress.
A pilot form of the SSI was developed based on a review of the
available literature. The surveys sent to the students (Sample A) used a 1-to-5-point
Likert-type scale for the
60
student-stress items that had been adopted:
1
=“NO Strength;
Not Noticeable”;
5
=“Major Strength; Extremely Noticeable” (Fimian, 1984a, 1985).
Using this measure, the students rated the degree
of
perceived impact that each school-
related item had had upon student stress levels. Therefore, respondents were not to signify
the presence or absence
of
classroom stress; rather, they were to indicate the degree
of strength with which it had been experienced.
The survey distributed to the experts contained the same items as those distributed
to the students. For this expert appraisal of content validity, however, each
of
the 60
items was accompanied by
a
different 4-point Likert-type scale (1
=
Not Relevant;
2
=
Somewhat Relevant;
3
=
Quite Relevant; 4
=
Very Relevant). This scale allowed the
experts to determine the degree to which each item was related to their individual con-
cepts of student stress.
Student Burnout.
The second instrument was the revised Maslach Burnout Inven-
tory (MBI) (Maslach
&
Jackson, 1986). This instrument had formerly been used with
regular teachers (Anderson, 1981; Schwab, 1980), special education teachers (Crane,
1981; McIntyre, 1981), and human service workers (Fimian, 1984b). The MBI assesses
burnout by means
of
22
statements about respondents’ attitudes, feelings, and percep-
tions of themselves and their clientele. The scale for each statement varies from
1
(Very
Mild, Somewhat Noticeable) to
7
(Major, Very Noticeable). These statements are grouped
into three factors: (a) Emotional Exhaustion, (b) Depersonalization, and (c) Lack of
Personal Accomplishment. The MBI was developed using factor analysis techniques with
populations of adult human service professionals. The scores do not designate the sub-
jects as “burned out” or “not burned out”; instead, they are placed on a continuum from
“more” to “less burned out.”
The internal consistency reliability estimates of the MBI’s subscales ranged from
.77 to .81 (Maslach
&
Jackson, 1986) and
.75
to .90 (Iwanicki
&
Schwab, 1981) for
adults. Since this was the first time the MBI was used with younger students, two changes
were made in the wording of the items. References to “recipients
of
service” or “students”
were changed to “teachers”; references to “work” and the “workplace” were modified
to read c‘school.’’ Thus the modified MBI would assess school-related burnout experiences,
some
of which entailed problems in interacting with or receiving services from teachers.
Classroom tedium.
Though burnout is frequently associated with role overload in
adults, it has also been linked with role underload or tedium. Since classroom tedium
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